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The role of knowledge in participatory and pluralistic approaches to ESE
Örebro University, School of Health and Medical Sciences, Örebro University, Sweden. Department of Education, Uppsala University, Uppsala, Sweden. (SMED)ORCID iD: 0000-0002-0118-832X
Örebro University, School of Humanities, Education and Social Sciences. (SMED)
2015 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, no 7, 955-974 p.Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to investigate in situ the functions that knowledge has when used by students in argumentative discussions. The study is based on Dewey’s pragmatic perspective of knowledge, which means that knowledge gets its meaning in the activity at hand. The analyses are conducted using Transac- tional Argumentation Analysis, which is a combination of pragmatic meaning analysis and Toulmin’s argument pattern. The empirical material consists of video-recorded lessons from two seminars in a Swedish upper secondary school. The results show that knowledge plays a crucial role in the discussions. Six dif- ferent functions are identified: emphasising complexity, clarifying and correcting, highlighting conflicting interests, providing evidence in a counterargument, predicting the consequences and adding support to an earlier claim. Knowledge also has general functions, such as justifying a claim, and is part of a collective process aimed at understanding the issues discussed. Further, the students use knowledge from different disciplines, such as environmental studies, history, politics, biology and human geography.

Place, publisher, year, edition, pages
2015. Vol. 21, no 7, 955-974 p.
Keyword [en]
participatory ESE; argumentation; knowledge; pragmatism; practical epistemology
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-38766DOI: 10.1080/13504622.2014.971717ISI: 000360824600001Scopus ID: 2-s2.0-84941093760OAI: oai:DiVA.org:oru-38766DiVA: diva2:764503
Projects
Teaching And Learning Processes Concerning Argumentation Within Education For Sustainable Development (ESD)
Funder
Swedish Research Council
Available from: 2014-11-19 Created: 2014-11-19 Last updated: 2017-10-17Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
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  • vancouver
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Language
  • de-DE
  • en-GB
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Output format
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